The Effect of Phonological Awareness, Sight Recognition, Decoding on Reading Skills Children

Abstract

The purpose of this study was to determine the effect of phonological awareness, sight recognition, and decoding on children's reading skills. This study uses a quantitative explanatory approach with path analysis techniques. The population of this study were grade B students aged 5-6 years of PAUD Al Huda in Depok City. The number of samples was taken as many as 24 children using the Isaac and Michael technique. The data collection technique used refers to the Likert Scale. With the requirements test; Normality Test, Heteroskedasticity Test, Multicollinearity Test, and Linearity Significance Test. The results showed: there is a positive direct effect of phonological awareness on decoding 0.43, there is a positive direct effect of sight recognition on decoding 0.43, there is a positive direct effect of phonological awareness on reading skill 0.23, there is a positive direct effect of sight recognition on reading skill 0.37, there is a positive direct effect of decoding on reading skill 0.48. The research concluded that reading skills in children are directly positively influenced by phonological awareness, sight recognition and decoding. This means that the better the phonological awareness, sight recognition and decoding of children will have a positive impact on reading skills in children.